EDEL606– Elementary and Secondary Math and Science

Methods
Spring 2019
Dr. Naved Bakali

Math Inquiry Lesson Plan

Course Assignment

Name of Mamta Matai

Student:
ID Number: 1804031753

Score:
EDEL606– Elementary and Secondary Math and Science
Methods
Spring 2019
Dr. Naved Bakali

HEADING
Subject Area: Maths

Concept/Topic: Choosing the best measure of

Central Tendency
Grade Level: 6

Date: 24th March 2019

DESIRED OUTCOMES
Big idea/Conceptual Statement:
"Choosing an appropriate measure of central tendency is important for the

best representation of data." A proper representation of data is imperative

for better insight into decision making in real-life scenarios.

Standards:
CCSS. MATH.CONTENT.6.SP.B.5D
Relating the choice of measures of center and variability to the shape of

data distribution and the context in which data were gathered.

EDEL606– Elementary and Secondary Math and Science
Methods
Spring 2019
Dr. Naved Bakali

Objectives:
 Students determine which measure of center best represents a given

situation.

 Students can justify their choice of central tendency.

 Students identify outliers in a data set and understand its impact on

Mean vs. Median.

 Students understand that the choice of the measure depends on the

distribution of data and context the data needs to be used or is

gathered.

 Students connect curriculum relevance to real life situations.

PLANNING OF LEARNING ENGAGEMENTS

Pre-requisites:
Students have prior knowledge and ability to calculate various measures of

central tendency like the Mean, Median, Mode and Range. Students can

summarize and describe data sets through graphical representations like

histograms and frequency curves.

EDEL606– Elementary and Secondary Math and Science
Methods
Spring 2019
Dr. Naved Bakali

Materials and Technology:

 Calculators

 Smartphones/devices to access quizizz.com and minti.com

 Power-point presentation.

 Prompts describing the use of measures of central tendency.

 Visual thinking routine sheets Sentence-phrase-word.

 Recording sheets to create data samples and promote the

measure assigned to groups.

 Think-pair-share recording sheets.

 Post it slips

 Mean, median, mode display sheets for 3-corners.

 Material for assessment will be as per students’ choice of

product presentation.

Differentiation:
 The teacher or one of the students will read out loud, the case study

“Help Ruby” to accommodate for a special-needs student with reading

difficulties.
EDEL606– Elementary and Secondary Math and Science
Methods
Spring 2019
Dr. Naved Bakali

 Students will be grouped as per shared interests and abilities to

understand and create data samples to promote their measure of

center as the “best” one.

 The graphic representation of the effect of outliers on mean will help

students understand the concept with visual learning style as their

preferred one.

 The 3-corner strategy is designed to facilitate better learning for

kinesthetic learners.

 Students will be given an opportunity of making their understanding

visible thorough Visual thinking routine or by verbally explaining their

conceptual understandings.

 Assessment is differentiated by giving a choice to present their

learning to suit students' preference. Students can make a

presentation, brochure, a model using manipulatives, posters to model

their understanding of the concept.

5E Inquiry Cycle (e-learning omitted):

EDEL606– Elementary and Secondary Math and Science
Methods
Spring 2019
Dr. Naved Bakali

Although these lesson phases are listed separately, students will be

engaged in and exploring the content throughout the lesson; they will be

explaining their ideas and thinking throughout the lesson; teacher will be

evaluating students’ performances and learning throughout the lesson.

Engage:
Students will be presented with a case study “Help Ruby” to establish initial

engagement with the concept. This case study is designed to motivate

students to actively participate in the lesson to be in a position to help Ms.

Ruby. Students will be made to realize, through this case study, how a

wrongly chosen measure can misrepresent data.

Explore:
The teacher will evaluate students’ prior knowledge through questions

posted on “Quizizz.” Once the teacher is convinced that students have a fair

knowledge of the prerequisites which is understanding and calculating the

measures of center, students will be grouped according to their abilities to

have heterogeneous groups. They will be given prompts to explore the kind

of data samples, scenarios, and context in which a particular measure is

best suited. Students will be probed with following questions to provoke

discussions.
EDEL606– Elementary and Secondary Math and Science
Methods
Spring 2019
Dr. Naved Bakali

 Why do you think the measure of central tendency describes your

sample the best?

 Can any other measure also represent your sample?

 Why or why not?

 How can you help "Miss Ruby" (Case study)? Can you provide her with

some insight?

Explain:

Each team will present their data samples and challenge each other to

advocate their measure as the “best’’ thereby bringing forth advantages of

the measure they are representing. They will explicitly explain suitability of

a particular measure of central tendency for the sample created by them.

This exercise will unfold the effect of outliers on the mean. Students will

conclude that the best measure chosen depends on the distribution and

variability of data and the context with which the data is gathered or is to

be used.

Students will be made to make their understanding of the effect of outliers

on mean visible through Visual thinking routine -Sentence-Phrase-Word.

They will be able to relate this to the case study. Students will justify their
EDEL606– Elementary and Secondary Math and Science
Methods
Spring 2019
Dr. Naved Bakali

choice of their “corner chosen” in 3-corner activity. This will help clarify any

misconceptions and students will be given opportunity to explain their

understanding of the concept.

Elaborate/Extend:

Students will be able to elaborate on their conceptual knowledge attained

by establishing connections with real-life scenarios. A think-pair-share

activity arranged should help them acquire their access point to the

curriculum.

Evaluate:

Students will be evaluated on various occasions throughout the lesson.

Firstly, through a quiz to test their prior knowledge. Without a reasonable

understanding of the prerequisite, the teacher will not be able to scaffold to

obtain the class objective. Students understanding will be made vocal

through facilitating a debate while students promote the measure assigned

to their team as the best one. The conceptual understanding of the effect of

outliers will be tested through Visual thinking routine, and their

connections with real-life scenarios through think pair share activity. The 3-

corner activity will evaluate students’ understanding on the concept and

clarify misconceptions if any. Finally, a summative assessment will evaluate

EDEL606– Elementary and Secondary Math and Science
Methods
Spring 2019
Dr. Naved Bakali

the ability of the students to connect to the curriculum, calculation and

justification of choice of center, and presentation as per individual student

choice.

ATTACHMENTS AND MATERIALS

 Case study- “Help Ms. Ruby.”

 Mean, Medium and Mode prompt describing scenarios they should be

preferably used or not used.

 Recording sheet for each group

 Visual thinking routine -Sentence, phrase, and word.

 Think-pair-share sheet.

 Rubric for summative assessment.

 Powerpoint presentation.